DAS 2

Caveat April 26, 2020

Editor’s Note:  Pearson continues to plan on updating the norms for the DAS II, with a planned publishing date sometime in 2021 at which time the comments below would become moot.  However, given the pandemic of 2019-2020, and the obvious difficulty in testing children while maintaining social distancing. that goal may not be met.  Regardless Pearson is to be lauded for their continuing commitment to this valuable tool.

Despite Pearson’s plans to update the DAS II norms (see below), that has not transpired as of the date above.

Update on Next DAS Revision (November 21, 2017)

“Pearson views the DAS as one of its flagship assessments and is absolutely committed to continuing Colin’s legacy by investing in an updated edition.  Such a project will take a number of years.  We are now in the process of determining when some of our top Research Directors will complete their current projects and be able to embark on a DAS revision in the near future.”

Dr. Larry Weiss, Vice president, Global Research & Development at Pearson Clinical Assessment

SAD NEWS

John Willis and I are sad to announce the death of our colleague and friend, Colin D. Elliott, Ph.D.  John and I had the extraordinary privilege of working with Colin, assisting him on several projects involving the DAS and DAS-II, and collaborating with him on a book and on a chapter in Sattler’s Assessment of Children on the DAS-II.  Colin was always an inspirational and generous collaborator, a wealth of knowledge and humor, and a true gentleman, and we will miss him, as will his beloved family and his friends, students, and colleagues. 

Colin was for 20 years the tutor and director of the course for professional educational psychologists at Manchester University (UK). Since 1973, he was involved, as the author or coauthor, in research and development on the British Ability Scales, the Differential Ability Scales (the U.S. version of the BAS), the BAS 2, the BAS 3, and the DAS-II. His other research and many publications have focused on individual differences in children’s temperament and personality and specific learning difficulties. He moved to the United States in 1992 and was Adjunct Professor at the Gevirtz Graduate School of Education at University of California, Santa Barbara.  Colin was a fellow of the American Psychological Association (APA) and British Psychological Society. He was also an active member of the National Association of School Psychologists (NASP). 

His family sent us the following announcement information: 

COLIN DAVID ELLIOTT died peacefully at home in California on 17th April, aged 78. 

Beloved husband of Marian; father of Heather, Julia and Jonathan; Loved by his 9 grandchildren and 4 great grandchildren. 

Having gained his doctorate at Manchester University, Colin was director of their educational psychology course for 20 years. Since 1973, he developed the British Ability Scales and Differential Ability Scales. (USA) 

He will be sadly missed. A great man of God whose light will shine on.  

There will be a memorial service at West Street Christian Fellowship, Crewe, Cheshire on Sunday 1st May at 3.30pm. 

In lieu of flowers donations may be made to Cancer Research. www.justgiving.com/ColinDElliott

Ron Dumont  4/26/2016

Willis, Sattler, Elliott, Dumont

ERIC Test Review

Psychology in the Schools Review

DIFFERENTIAL ABILITY SCALES – SECOND EDITION (NEURO)PSYCHOLOGICAL PREDICTORS OF MATH PERFORMANCE FOR TYPICAL CHILDREN AND CHILDREN WITH MATH DISABILITIES  by James Hale, Ron Dumont, Colin Elliott, Catherine Fiorello, and J.O. Rackley

Abstract (See link above for complete article)

Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS-II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor-outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. C 2008 Wiley Periodicals, Inc.

PubMed Review 

Concurrent validity of the differential ability scales, second edition, with the Mullen Scales of Early Learning in young children with and without neurodevelopmental disorders.

DAS-II Quick Commentary

I have given about 10 DAS-II by now and every time I give one I think of Gene Autry singing “Back in the saddle again.” I gave it to a 4 year old who was very bright and after about 45 minutes of testing I told her we were all done. She said “Cant we play some more?” She has been back (she is a neighbor’s child) and every time she has been back she asks if we can do the “games” again. I love that the kids taking the test enjoy themselves. I have given several school age levels, and they flow wonderfully – as they did with the DAS.

I am not yet comfortable with the Phonological subtest because I don’t get phonology well myself. I always thought that cat had two sounds “kah” and “t”. I have always had a problem with phonological tests, so I was pleased as punch (or was it judy) that Colin has included a training CD that has the subtest words correctly sounded out. The CD also gives demonstration movies of administering the test using American Sign Language, and the manual provides instructions for administering the nonverbal subtests in Spanish.

There is a computer scoring program, but I would advise against reliance on it. It is important that DAS users understand how to get the results on their own, and the program itself – at least in my opinion, is quirky and a pain. Having to click through the item sets (even when for some subtests there is only one possible choice – couldn’t it be set as a default?), and then entering the raw score, seems like a waste of time. You can do that easily yourself on the record form. Use the computer program to check your work and maybe to import the results into your word processor – but don’t use it to score the test. I have always thought that that is the responsibility of the examiner. It is nice to have the computer look up the T scores etc, but the printout is a bit quirky too. It reports significance differently in different areas of the printout and it reports subtests in an odd sequence. Everything that the computer can do, you can do, so don’t rely on it alone. Be sure you can find every number that the computer spits out so you can explain them yourself.

If you have given a DAS, learning the DAS-II will be very easy. If you haven’t given a DAS, you will need to take the time to learn it well. It is very different (better?) from most cognitive tests. Most people who I have spoken to say that once they learn the DAS (and the same will probably be true for the DAS-II) they wonder why they ever give some of the other tests.

The DAS-II now offers a working memory composite, a processing speed composite, and for younger ages, a school readiness composite. Some of the interpretation procedures at first seem daunting (e.g., comparing ability score SEMs to determine significant differences) but once you have done it once, the procedures turn out to be very simple. Interpretation seems very simple if one knows and understands Gf-Gc theory. The test now has Gc (Verbal), Gf (Nonverbal reasoning), Gv (Spatial), Glr (Recall of Objects immediate and delayed), Gsm (Recall of Digits Forward and backward), Gs (Speed of info processing and Rapid naming), and Ga (Phonological processing). It has a new school readiness composite made up of early number concepts, matching letter-like forms, and phonological processing. The test dropped the 3 achievement screening tests, but is co-normed with the WIAT-II and the manual offers evidence for a comparison between the DAS-II and the WJ III.

The DAS-II kit may be heavy (sold in a suitcase with wheels), but imagine how heavy it would be to carry a WPPSI-II, WISC-IV, and WAIS-III at the same time. The DAS-II covers ages 2:6 to 17:11, so it effectively covers the 3 Wechsler’s. If you know the age of the child to be tested, you don’t need the entire suitcase. A school aged child can be tested with 4 blocks, a manual, two booklets, and a recall card.

One must be careful when scoring the test because the transfer of raw score to ability score to T score can seem cumbersome. Sometimes the subtest order doesn’t match the manual (Recall of Objects is embedded within the core sequence) and sometime the subtest listing on the profile page of the record form don’t match the sequence where you have entered the ability and T scores (this was done, I think, to keep subtests grouped with their composites). As with the old DAS, one can sometimes administer several item sets (blocks) and you have to read the manual carefully to understand what to do (page 39 explains it well). Be aware that if you are a new DAS user, don’t get confused by figure 2.11 on page 43. It is an error and does not depict the basal and ceiling rule it is meant to explain.

Scoring of Copying and Recall of Designs takes time to do correctly until you have learned the rules. The explanations in the manual help, but a few are mislabeled. Don’t let that stop you. Once you get the hang of it the scoring goes very quickly and easily.

I have given one workshop so far (with the invitation of a wonderful Psych Corp rep -Sherry Eyers) and I think it went well. Folks seem eager to learn about the new test. Hopefully the test will pick up where it left off and people will start trying the test and using it regularly.

John and I have scheduled one workshop in NH and will hopefully be doing more. We will be updating our web site soon to include the DAS-II. We are working on an interpretive template that we will also be posting on our web site in the near future.

John Willis, Colin Elliott, and I will also (hopefully when negotiations are formalized) be writing the Essential DAS-II for Dr. Kaufman’s Wiley Essential series.

Ron

I have given the DAS-II “for real” once. Like Carol, I found that the core and some of the old diagnostic subtests were not dramatically different. It is, of course, essential to be alert to small changes to avoid negative transfer of training on details (e.g., first trial on picture recall is now 45 rather than 60 seconds), but the fundamental structure and the basics are the same.

I very much liked the addition of digits backwards (both forward and backward are 2 digits per second) and rapid naming (RAN). I certainly like the idea of the phonology tests. I am not quite sure how much I like some of the items. I need to study them some more. The scoring for the phonology and RAN looks terribly complicated at first glance, but I figured it out all by myself and I am way down the far side of the Gf developmental slope.

John Willis, SAIF

Ron on Decision Points

QUESTION:

“For Recall of Designs, the decision point instructions state, “If only 1 or 2 items earn less than maximum scores:  Continue to next decision point.” Does that mean the for each item set, a student has to have 3 Failures (score of 0) and 3 items with MAXIMUM score to STOP? If not, please clarify this for me. “

ANSWER:

YES and NO (no depending upon what you meant by “for each item set”)

QUESTION:

For Pattern Construction, the decision point instructions for Sets B and C state, “Fewer than3 items with less than maximum scores: Continue to next decision point, Fewer than 3 first trial passes: Go back to previous start point.” Does that mean for each item set that the child has to have three items with less than perfect scores (not necessarily Failed) and three items with perfect scores (i.e. completing item correctly in the shortest time limit)?

ANSWER:

NO and NO (no – depending upon what you meant by “for each item set”)

As with most DAS-II subtests, this one uses what I call the “3 by 3 rule.”  One should pass 3 items and one should “fail” 3 items in a block of items (an item set).  The rationale is that if a child has passed 3 items (any 3) within a block of items, then you can feel confident that you have measured the skill and you don’t need to go back to earlier items.  The child has been able to demonstrate enough of the required skill for you to feel confident in the resulting score. If a child has failed 3 items (any 3 items) in a block, you can feel confident that you have assessed the child’s ability and don’t need to go to more “difficult” items.

Now what if that doesn’t happen – what if the child passes only 2 items? In that case, you would need to administer an earlier (“easier”) block of items because the child has not been able to demonstrate his or her ability on the tasks presented.  The tasks presented were “too difficult”for the child.  On the other extreme, the child fails only 1 or 2 items.  Here we would administer another block of items because the block administered already was “too easy” for the child.  We didn’t tap into the child’s true abilities because the item set was too easy.

Since almost all items on all subtests except PC, RDes, and Copying are scored dichotomously (1 or 0), there is typically no problem.  However, those three subtests can have item scores with more then just 1 and 0 (e.g., 0-1-2-3).

For Recall of Designs, Copying, and Pattern Construction, when applying the 3 by 3 rule, “failure” is not a 0 (zero) score – but a “less than perfect” score.  The record form and the manual use the term “less than maximum” for Pattern Construction and “apparently less than maximum” for Recall of Designs and Copying. So for those 3 subtests, a child does not need to actually fail an item (get a 0), they need only get “less then perfect” scores, and these “less them perfect” scores are looked at to determine if one needs to continue or go back.

For Recall of Designs and Copying, because one cannot spend the time to score the drawings after each is done, the record form has P/F on it.  The P/F is used to tentatively decide to stop, continue, or administer another item set.  You typically look to see if the individual item is a maximum pass (P+ , usually 2 points but sometimes 3), a less than perfect pass (P, usually 1 point),  or a fail (F, 0 points) and you mark the record form as P+, P, or F. In the block administered, as long as you have 3 passed items (P+ OR P) AND 3 items with P or F, you can stop and do not need to administer any more item sets.  A child could in fact pass every item with less than maximum score (1 point each) and you could still stop (No “failure” needed). If you have only P+ (except 1 or 2 P or F’s), you must administer the next block of items, and at the next decision point reassess Ps and Fs. If you have fewer then 3 P (P+ or P), you go back a block.

Example 1, for Recall of Design (3 pass, 3 “fail”  – no further testing)

Item   Scored

4      p

5      p +

6      p

7      f

8      f

9      p+

10      p

11      f

12      p

In the example above, a child was administered block 4 – 12.  Since the tentative scoring showed at least 3 passes (P+ OR P), we know that the skill has been measured and we don’t need to go back to an earlier item. We also see that not all were P+ (except 1 or 2 P or F’s),

so we know that we don’t have to go forward another block.

Example 2, for Recall of Design (3 pass, 3 “fail”  –  no further testing)

4      p+

5      p+

6      p+

7      p+

8      f

9      p+

10      p+

11      f

12      p

In the example above, a child was administered block 4 – 12.  Since the tentative scoring showed at least 3 passes (P+ OR P), we know that the skill has been measured and we don’t need to go back to an earlier item. We also see that not all were P+ (except 1 or 2 P or F’s),

so we know that we don’t have to go forward another block.

Example 3, for Recall of Design (2 pass, 3 “fail”  – test earlier block)

4       f

5       f

6       p+

7       f

8       p

9       f

10      f

11      f

12      f

In the example above, a child was administered block 4 – 12.  Since the tentative scoring showed only 2 passes (P+ OR P), we know that the skill has not been measured and we need to go back to an earlier item. We also see that not all were P+ (except 1 or 2 P or F’s), so we know that we don’t have to go forward another block.

Example 4, for Recall of Design (all P+ but two, 2 “fail”  – test more)

4      p+

5      p+

6      p+

7      p+

8      p

9      f

10      p+

11      p+

12      p+

In the example above, a child was administered block 4 – 12.  Since the tentative scoring showed at least 3 passes (P+ OR P), we know that the skill has been measured and we don’t need to go back to an earlier item. We also see that most were P+ (except 1 or 2 P or F’s), so> we know that we have to go forward another block.

Because PC can be scored as you go, it is much easier.  I can put the score right into the column and decide at decision points very easily.  I do place a big minus sign next to each item that is “less than perfect” and when I come to a decision point, I can look to see if I have 3 minus signs.  If I do, I know I don’t need to test on.  If I see only 1 or 2 scores above 0, I know I need to go back to an earlier block.

One last issue – if you do go on to administer another item set (either an earlier one or a later one) the same rule applies to the ENTIRE item set.  In other words, if you administer item set 4-12, your first decision will be for those items.  If you need to keep going and administer items 13-16, the total pass and fails decision is made for the entire item set (4-16). You don’t restart the decision based only on the new item set.

                                                                   Ron Dumont, Ed.D., NCSP

                                                                   Director, School Psychology Programs

                                                                   FairleighDickinsonUniversity

Errata sheet for Pattern Construction

It looks like the directions from the old DAS apply here but were omitted. Please note that the directions below were actually included in the standardization of the DAS-II, so the omission in the manual is an oversight and I believe that DAS-II users can, in fact, use the following directions.  Dr. Elliott will hopefully confirm this.

To emphasize:  this is for those who start Pattern Construction at Sample D (the typical 13:0 – 17:11 start point):

Those missing directions stated:

“If starting here, go to the directions in the shaded box. Otherwise, follow the unshaded directions.”

The shaded directions (missing from the DAS-II manual) stated:

Place four blocks in front of the child and say:

      “Look at these blocks. They have different sides.”

Turn the blocks to show the various faces and say:

      “Look at the different sides of your blocks.”

Make sure the child examines his or her blocks. Open Booklet 1 to Sample D and say:

      “We can put them together so that the tops of them make this pattern. Watch me put them together.”

Continue with the non-shaded Item D instructions. Below is a mock-up of what the page should look like:

Essentials of DAS-II Assessment (Essentials of Psychological Assessment) [Kindle Edition]

Ron Dumont (Author), John O. Willis (Author), Colin D. Elliott (Author)

Click on following link to purchase from: Amazon.com Essentials of DAS II.

Administratative Checklist for the DAS II

Copying

1. Label each sheet of paper in a consistent location
2. If the examinee rotates the paper, write the word “top” after the child has finished drawing
3. Present each paper with the longer edge as base
4. Allow the examinee the erase
5. Allow spontaneous second attempt on a new paper

Early Number Concepts

1. Provide the specific teaching statement on all failed teaching items
2. Give second trial on item 3 if performance is less-than-perfect on first trial

Matching Letter-Like Forms

1. Administer Sample A to all ages

Matrices

1. Provide the specific teaching statement on all failed teaching items
2. Provide the specific teaching statement on sample D regardless of whether examinee passes or fails the item

Naming Vocabulary

1. Provide the specific teaching statement on all failed teaching items
2. Question appropriately

Pattern Construction—Set A

1. Builds model in front of examinee
2. Leaves model for examinee, except on items 1 & 2
3. Give second trial and teaching directions if first trial is failed
4. Sketch incorrect responses on protocol

Pattern Construction—Sets B and C

1. Provide model, picture, and demonstration as appropriate
2. Begin and stop timing correctly
3. Provide correct teaching on all two-trial items
4. Sketch incorrect responses in area provided on protocol
5. Decide between standard and alternative-procedures before ending test
6. Discontinue correctly

Phonological Processing

1. Administer all four tasks to all examinees
2. Administer the Sample Item of each task to all examinees
3. Pronounces words and sounds clearly
4. For Task 1 record all responses verbatim, for Tasks 2-4 record incorrect responses only
5. Establishe ceilings correctly
6. Do not repeat scored items

Picture Similarities

1. Provide the specific teaching statement on all failed teaching items
2. Clarify ambiguous placements

Rapid Naming

1. Administer Sample items to all examinees
2. If either Item 1 or 2 is not administered due to failure of the sample item, does not administer Sample 3/Item 3.
3. Provide the specific teaching statement to all failed Sample Items
4. Give and record appropriate time for each item
5. Coverts raw score to converted raw score and converted raw score to ability scores correctly
6. Makes appropriate calculation of statistical difference between ability scores and calculation of rapid naming score

Recall of Designs (RDes)

1. Begin
2.  with samples A, B, and C
3. Administer samples correctly with feedback
4. Correctly label each sheet of paper
5. Present paper with longer edge as base
6. Refrain from helping or coaching
7. Do not allow examinee to compare drawings to original drawings
8. Allow spontaneous second attempt

Recall of Digits Forward

1. Pronounces digits clearly
2. Read digits at proper rate—two digits per second
3. Do not repeat the number sequences
4. Establish basal and ceiling correctly
5. Record responses

Recall of Digits Backward

1. Administer Sample A to all examinees
2. Begin at appropriate start point
3. Pronounces digits clearly
4. Read digits at proper rate—two digits per second
5. Do not repeat the number sequences
6. Establish basal and ceiling correctly
7. Record responses

Recall of Objects-Immediate

1. Allow for proper exposure time for each trial
2. Give correct amount of time for recall.
3. Provide directions and name each item during the exposure time
4. Pronounce items clearly
5. Do not tell examinee about delayed recall subtest
6. Record time subtest ended

Recall of Objects—Delayed

1. Administer subtest after 10- to 30-minute delay after RObI
2. Record time subtest starts
3. Place Recall of Objects card face down in front of examinee

Recall of Sequential Order

1. Give correct sample items
2. Provide the specific teaching statement on all failed teaching items

Recognition of Pictures (RPic)

1. Administer Samples A and B to all examinees
2. Provide the specific teaching statement on all failed teaching items
3. Do not name the objects in any picture
4. Keep stopwatch running
5. Expose pictures for correct amount of time
6. Model the desired behavior of looking at the page for the full 5 seconds by looking at page during the exposure time
7. If examinee points to one object when two or more are required, ask question, “Are there any more that were in the other picture?” only once per item

Sequential and Quantitative Reasoning

1. Provide the specific teaching statement on all failed teaching items
2. Acknowledge correct response on teaching items

Speed of Information Processing

1. Give correct sample items based on age
2. Provide the specific teaching statement on all failed teaching items
3. Acknowledges correct response on teaching items
4. Encourage examinee to work quickly throughout the subtest
5. Change to lower level if necessary
6. Check accuracy of each trial in an obvious manner
7. Time items correctly

Verbal Comprehension

1. Repeat items only once if asked
2. Make sure examinee is paying attention before presenting each item
3. Hold out hand for instructions that include “Give me _______”
4. Line up the toys but does not name them
5. Perform the Chips Pretest: Has examinee demonstrate knowledge of both colors and shapes

Verbal Similarities

1. Provide the specific teaching statement on all failed teaching items
2. Repeat items up to three times if asked or if examinee mishears word
3. Acknowledge correct response on teaching items
4. Pronounce words clearly
5. Query appropriately

Word Definitions

1. Provide the specific teaching statement on all failed teaching items
2. Repeat items if asked or if examinee mishears word
3. Acknowledge correct response on teaching items
4. Pronounce words clearly
5. Vary form of question to avoid stilted presentation
6. Query appropriately

Other Aspects of Test Administration and Scoring

1. Begin at appropriate suggested start point based on age
2. Read directions verbatim but naturally
3. Discontinue correctly
4. Add points correctly
5. Acknowledge correct response on teaching items
6. Record all responses verbatim
7. Establish rapport
8. Introduce test appropriately
9. Be well organized and prepared (e.g. has necessary materials, including paper, pencils, and stopwatch)
10. Have only materials necessary for the current test visible
11. Administer subtests in appropriate order
12. Transitions well from subtest to subtest
13. Score items at an efficient pace
14. Attend to examinee appropriately
15. Give praise appropriately
16. Make the test a positive experience
17. Complete identifying information on Summary Page of Record Form correctly
18. Record behavioral observations on back page of Record Form
19. Calculate examinee’s age correctly on Summary Page of Record Form
20. Convert raw scores to ability scores correctly
21. Calculate T scores correctly
22. Calculate cluster scores correctly
23. Calculate GCA & SNC correctly
24. Record Standard Scores, Percentiles, and Confidence Intervals correctly
25. Complete profile correctly on Normative Scores Profiles Page of Record Form
26. Record scores for diagnostic subtests correctly on Summary Page of Record Form

Ron Dumont, Ed.D., NCSP

Director, School Psychology Programs

Fairleigh Dickinson University